The Kids Are Not the Problem! A talk with Musa Al-Gharbi
Jan 31, 2024
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This week's podcast features Musa Al-Gharbi, a professor of sociology at Stony Brook University. They discuss blaming 'kids these days' for societal issues, the problem with adult blaming, illiberal attitudes on campuses, the risk to free expression, democracy, teachers, peer review, and more. They also touch on trust in science, misrepresentation of information by experts, and the misunderstanding of antisemitism in America.
Censorship in academia is driven by adults, not students.
Trust in science remains stable, but trust in scientists has declined due to perception of bias.
Teachers have a responsibility to consider the perspectives of their constituents.
Extreme ideologies are not representative of the majority of professors and students.
Deep dives
The Dynamics of Censorship and Self-Censorship in Academia
Censorship and self-censorship are pervasive in science and academia. Scholars and scientists often censor themselves and each other due to pro-social motives or concerns about controversial ideas and findings. This behavior is driven by adults, not students. The campaign to get scholars fired for expressing dissenting views is mostly led by adults, not students. Trust in science has remained relatively stable, but trust in scientists has declined due to political behavior and the perception of bias. The domination of a minority group with intolerant views can create a censorious environment.
Responsibilities of Teachers and Professors as Public Servants
Teachers and professors have a responsibility to care about the opinions and priorities of the people they serve. If they are public servants in taxpayer-funded institutions, it is incumbent upon them to consider the perspectives of their constituents. An attitude of disdain towards the public can undermine trust in institutions and do a disservice to students. While freedom of speech is important, the role of educators as public servants should not be disregarded.
The Impact of Financial Models on Elite Institutions
Elite institutions with financial models tied to high tuition fees and a focus on real estate development may face challenges in addressing issues of inequality. Instead, the focus may shift towards rhetoric and vibes policing rather than addressing deeper structural problems. This, along with the aspirations of graduates to enter knowledge economy fields that promote altruism, contributes to the current dynamics in academia and the wider societal perception of these institutions.
Perceptions and Misconceptions of the Great Awakening
The notion of the "Great Awakening" and the prevalence of woke culture is not representative of all professors and students. While some individuals may hold strong progressive ideologies, the actual majority of teachers and students exhibit more normative and ambivalent views. Dominance within certain institutions can give a false impression of the widespread prevalence of extreme ideologies. However, the focus on Ivy League universities and the disproportionate attention given to outrageous statements contributes to the perception of a larger issue.
Institutional tension between egalitarianism and social climbing
There exists a tension within institutions, where many individuals who hold advanced degrees and come from elite schools are committed to egalitarianism, while also seeking social advancement. Although they sincerely believe in both values, social climbing often takes precedence. This tension arises from the institutions benefiting from perpetuating social exclusion and inequality, which conflicts with the egalitarian ideals of those within. To alleviate the internal conflict, blame is often shifted onto sociologically distant groups, rather than critically examining their own role in perpetuating inequality.
Navigating the divide between being anti-woke and politically left
The author reflects on the challenges faced by individuals who are non-white and anti-woke, highlighting the difficulty of finding a place in the current political discourse. They discuss the pressure to conform to the dichotomy of being either woke or anti-woke, with limited room for nuanced political perspectives. The author also emphasizes the importance of dissenting voices in providing social permission for others to express differing opinions within institutions. They advocate for challenging prevailing narratives and engaging in discussions that go beyond identity politics.
The homogeneity and insularity within academia and journalism
The podcast delves into the lack of ideological and class diversity within academia and journalism, highlighting the insularity and disconnection from a significant portion of the population. The concentration of power, particularly within elite institutions and flagship media outlets, reinforces a political and ideological monoculture. The exclusivity of these institutions, often preferring graduates from prestigious schools, further exacerbates the lack of representation. The potential consequences of this homogeneity include diminishing institutional credibility and increased alienation among the general public.
This week we have on Musa Al-Gharbi, a professor of sociology at Stony Brook University. We talk a lot about “kids these days” and the tendency for all sorts of reactionaries to blame them for everything that’s wrong with this country. Don’t like illiberal attitudes on campuses? Blame the kids. Do you think free expression is at risk? Blame the kids. Feel like democracy is on the brink of collapse? Blame the kids.
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Musa’s work is a critical intervention into all this kid blaming and we talk about the actual problem: Adults these days. We also touch on teachers, peer review as gatekeeping, and much more!
Here’s some info on Musa’s upcoming book from Princeton University PRess, which I encourage everyone to pre-order.
A piece he wrote outlining the problem with people saying “the kids these days” are responsible for everything that’s wrong with the discourse.
